Transcript Transitional Kindergarten Program

Transitional
Kindergarten Program
Rescue Union School District
David Swart, Superintendent
Rescue Union School
District
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ADA around 4000
Located in El Dorado County (2nd largest elementary district
Geographically / Demographically different areas
7 Schools – 2 Middle Schools, 5 Elementary Schools (Two
Title One Schools)
• Generally considered high achieving (all schools above 800
API, 3 schools above 900)
• Programs include: Montessori / Jr. K / “C.O.O.L School”
(Collaborative Opportunities for Online Learning)
Why we started our Jr. K
Program:
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Not all students are ready for kindergarten at age four and State
Preschool programs mandatorily exit students when they turn five.
Some parents don’t enroll their children in kindergarten (even if they are
five) because they feel they are “not ready” due to late birthdays,
maturity, developmental readiness issues.
Giving time for the little ones to “become successful students”
Research indicated that by increasing K Readiness we would increase
student achievement in math and language, improve student ability
particularly in language (reduced drop out rates / teen pregnancy / crime)
Reduction in: Retentions in regular Kindergarten / The need for
intervention in subsequent grades / Referrals to Special Education /
Opportunities for English Language Learners to develop language
To provide students with a solid foundation for regular Kindergarten if
they turn five after December 2.
We know that children who start behind tend to stay behind.
Some students can benefit greatly from having two years to master
rigorous K standards.
We were doing Montessori (District) and State Preschool Programs (ED
County Office) and wanted a full range of options.
Increase ADA when enrollment is flattening out.
Junior K Eligibility
• Students must be five years old on or before
December 2 (legal k age) who are “not quite ready”
for our full academic kindergarten program and who
would benefit from a two-year kindergarten
experience (rolling back to November in 2012)
• Children who turn five after December 2 may also
enroll as they turn five on a space available basis
until March 1.
• Parents must sign a two-year enrollment agreement /
agree to transport
• This program does not “compete” for students with
preschools because of eligibility/age requirements.
It provides a seamless experience for children. We
all have the same goal!
Program Design
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Half-day, morning programs, extended day programs are also
provided at each site for working parents.
Located on three elementary school sites, geographically at
each end of our District with a third program added (midyear)
Small class sizes (18-22).
Fully credentialed, certificated, experienced teachers
teaming / articulating with regular K teachers
Transportation only provided on existing bus routes (at home
schools), otherwise parents transport.
Students evaluated for readiness on District K assessments
prior to enrollment. In 2011, Kindergarten Student Entry
Profile (KSEP) in cooperation with El Dorado County First Five
(Santa Barbara)
Strong parental involvement/communication is an integral part
of the program (participation in the class and on outside
activities)
“Report Cards” are progress reports/Regular Parent
Conferences / Communication (adapted by Jr. K teachers from
the K report card)
Curriculum Design:
• Based on California Pre-Kindergarten and
Kindergarten Standards – “Exposure” vs. Mastery
• More developmental approach/slower pacing/no time
pressures, but also focused on the skills needed to be
successful the next year in K (very important!)
• Engaging, yet playful, integrated curriculum, building
on each student’s natural curiosity (especially in
science), developmentally appropriate!
• ELA – focused on reading and writing skills
• Math – focused on number sense and problem solving
• Physical Development–large and fine Motor Skills
• Social/Emotional/Physical/Linguistic/Cognitive
Development in a supportive environment
Curriculum Materials:
• Wright Group – Growing with Math
• Imagine It (aligned to Open Court our adopted District Reading
program) – same terminology,
approach etc.
• Handwriting Without Tears
• Hands on science activities
Program Startup:
Initial Challenges
• What do we call it so parents know it is not a
preschool program?
• How many programs can we support?
• How can we identify children and notify parents
about the program that don’t have siblings in our
District? (Letters, All Calls, Signs, Newspapers,
Websites, Many Parent Meetings)
• How/when will we know how many students we
have? (For planning and staffing appropriately)
• Location, location, location? (To maximize
participation)
• What is a reasonable timeline for implementation?
• What curriculum? Class size? Transportation?
Feedback from the
Teachers About the
Program
• Growth of students individually and as a class –
“incredible”
• Many students could have entered a K class midyear and done well because they had come so far –
but we maintain a 2 year experience will improve
their school careers for many years to come
• They have had the time to fully “become
students” (believing in their own success!)
• These same students would have struggled for
five months in Kindergarten trying to keep up
Feedback from the
Teachers (Continued)
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Every parent is happy! They thank us daily! (The only question
they have is, “Why didn’t we do this years ago?” (They often have
older siblings who would have benefited from Jr. K also.)
Our students are “blossoming” and can do so much more than they
could at the beginning of the year!
Socialization is one of the best outcomes. Students have learned
to accept each other. Even one of the most difficult students in
terms of peer relationships at the beginning of the year has now
developed many friendships.
It has been great to have multiple teachers in the program so we
could share and collaborate (even if by email sometimes!).
We are still working on how to put the scissors away properly!
(But most of our kindergarten classroom “procedures” have
already been mastered [by November]).
One teacher said she had to remind herself to slow down, backup
and not push. (She had previously been a regular kindergarten
teacher.)
Current Challenges:
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Time – Projecting how many unidentified students we have out
there for next year. We considered starting programs at each of
five elementary schools in the fall but are waiting to promote more
and have more definitive information about enrollment (We feel
that “critical mass” is 12 – 14 students per site to start)
Midyear staffing may be a challenge if we have many mid-year
birthdays. We want only the highest qualified, motivated teachers
for this program!
Parents often want a guaranteed spot in advance.
How to handle interdistrict transfer requests
Our program has specified an enrollment cutoff of March 1st.
Parents with children whose birthdays after March 1 are calling
and want exceptions.
Parents all want the next program at their home school. Although
the demand is increasing, we can’t guarantee enough enrollment for
a program at every site.
So many budget unknowns!!
“On the Shoulders of
Giants”
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We especially thank our neighbors:
Buckeye Union School District
Placerville Union School District
Lake Tahoe Unified School District
And the
• Rescue Union Board of Trustees
Resources onTransitional
Kindergarten
State and National Studies and Research
on Pre K programs:
 Pre [K] Now “ABCs of Pre K”
 Preschool California
 San Mateo County/Santa Clara County
Partnership for School Readiness
 Rand Corporation “California Preschool Study”
(2005)
 California Department of Education
 Transitional Kindergarten Planning Guide
(CCSESA / CISC)
 Rescue Union School DistrictWebsite:
www.rescueusd.org
Thank you!
Contact information:
David Swart, Superintendent
Rescue Union School District
530.672.4802
[email protected]